Classroom Behavior 2
Classroom Behavior
This week, a 3rd grader, Bob Bobbington, in Mr. A's class was observed at Makalapa
Elementary School by “Name” from 8:30 am until 10:30 am. The classroom was one of four
classes divided only by a patrician wall between the class immediately to the right and a walking
space between the classes across. Mr. A was at the front of the class utilizing a Smart Board for
lessons. He was clear and concise with all directions. The student came from a military family,
and they had just moved to the area a few weeks prior. An IEP is currently being assessed for the
student, as he had one at his previous school. Bob's actions had three functions: avoidance of
tasks, attention-seeking, and escape behavior.
When the observer arrived, the student made eye contact with the teacher and participated in the
lesson by answering the teacher's questions. Once the assignment was explained and assigned,
Bob declined to do as instructed; he pulled out the putty and began playing with it. Then, it
quickly escalated to him breaking his pencil and yelling before leaving the classroom with an
education assistant. The yelling episode had the attention of his class and the surrounding
classrooms. There was a behavior chart on the wall that Mr. A used; he adjusted Bob's card from
green to yellow. After Bob returned, he sat down and did his worksheet without further
prompting. Later, when they returned from recess, he again avoided the task given again in the
same manner. Mr. A approached him similarly to earlier, resulting in Bob joining the class.
During the lesson, Bob got up without permission and argued with Mr. A, gaining other students'
attention as they laughed and whispered about his behavior. Eventually, the teacher told him to
choose to rejoin the class, or they could call his mother. Bob sat down quietly for the rest of the
observation.
The student's behavior was a great example of functionalism. According to our textbook, if a
behavior serves a specific function or purpose, it is functionalism (Maag, 2018). The observer
noted that each time the student felt he did not get what he wanted, he would escalate to get the
attention of others. When he spoke, it was loud enough to be heard by the other classrooms,
resulting in the other teachers checking to see if Mr. A needed support. Most of Bob's behavior
was to avoid the task assigned by Mr. A. Avoidance conditioning is about preventing doing the
task or aversive stimulus, thus beginning the unwanted behavior (Maag, 2018).
The teacher did try to use a generalized conditioned reinforcer (Maag, 2018) to promote the
desired behavior by reminding Bob that he was working towards Ram bucks. Ram bucks serve
as a currency in a weekly student exchange. Unfortunately, that did not stop the behavior, and
the teacher ended up using negative reinforcement, also known as escape conditioning, after Bob
continued to escalate the behavior; this may lead to a negative reinforcement trap as the student
learns that he will get to leave class for the behavior (Maag, 2018).
Classroom Behavior 3
FIELD EXPERIENCE OBSERVATION ABC CHART
Observer: “name”
Fictitious name or initials of the individual being observed: Bob Bobbington
Date Time Antecedent Behavior Consequence Possible
Function
Jan 31,
2024
09:00 am The teacher
provided
directions for
the math
worksheet and
offered
assistance if
needed.
He pushed
away the
worksheet
and pulled
out the putty.
The teacher
asked him to
put away the
putty and
repeated
directions.
Avoidance
09:01 am The teacher
asked Bob to
put away putty
and repeated
directions.
He put it
away but sat
with arms
crossed over
his body.
Mr. A
reminded Bob
he was working
towards Ram
bucks.
Avoidance of
task.
+30 seconds Mr. A
reminded him
he was
working
towards Ram
bucks.
He grabbed
his pencil
and hit the
table with it,
causing it to
break. He
started to cry
and breathe
quickly.
The teacher
told him to take
deep breaths.
Avoidance of
task.
Attention
seeking.
09:03 am The teacher
told him to
take deep
breaths.
The student
yelled, “I do
not want to
be here. You
are holding
me hostage!”
The teacher
reminded him
that he was not
a hostage. Mr.
A asked if Bob
would like to
see the
counselor.
Escape from
class.
Attention
seeking.
10:20 am Return from
recess. The
teacher
instructed
students to
grab their
He sat down
at the desk
and pulled
out the putty.
The teacher
told him to put
it away or he
would take it
away. He then
asked him to
Avoidance of
task.
Classroom Behavior 4
reading folders
and a pencil.
Then, join him
on the carpet.
rejoin the class.
10:22 am The teacher
told him to put
it away; he or
he would take
it away. I then
asked him to
rejoin the
class.
He threw it
into his desk
and stomped
over to the
carpet.
The teacher
reminded him
that he needed
his folder and a
pencil.
Obtaining
attention.
+30 seconds The teacher
reminded him
that he needed
his folder and
a pencil.
He got up
and grabbed
his folder and
pencil.
The teacher
said thank you
and began the
lesson.
Avoidance of
task.
10:24 The teacher is
reading a
passage out
loud.
He is up and
starts
sharpening
his pencil.
The teacher
said he could
do that later,
and he needed
to have a seat.
Avoidance of
task and
attention
seeking.
+30 seconds The teacher
said he could
do that later,
and he needed
to have a seat.
He said he
needed to
sharpen his
pencil, and
then he
would sit.
The teacher
said to either
rejoin the class,
or he would
call his mother;
the choice was
his.
Attention
seeking.
+30 seconds The teacher
said to either
rejoin the
class, or he
would call his
mother; the
choice was
his.
He stopped
immediately
and rejoined
the class.
The teacher
encouraged his
choice and
resumed class.
